Competencies development for women edupreneurs community – an integrated AHP-TOPSIS approach

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jitendra Kumar Dixit ◽  
Vivek Agrawal ◽  
Sucheta Agarwal ◽  
Shqipe Gerguri-Rashiti ◽  
Dina Sabry Said
Keyword(s):  
Leadership Development ◽  
Development Program ◽  
Extensive Literature ◽  
Initial Attempt ◽  
Leadership Development Programs ◽  
Content Type ◽  
Learning Agility ◽  
Community Needs ◽  
Leadership Development Program ◽  
Topsis Approach

Purpose Education is the most promising and prominent domain for entrepreneurs who are willing to infuse innovation and creation to initiate the change in existing educational practices. These changing agents are known as edupreneurs. Educational domain generates an opportunity for women entrepreneurs to balance work and life, both. However, women edupreneurs community needs to enhance their competencies and capacities to handle diverse issues and challenges posed by stakeholders. This paper aims to explore competencies helpful in designing a customized leadership development program, especially for women edupreneurs community. Design/methodology/approach From the extensive literature, a number of competencies for women's edupreneurs were found and 12 competencies were selected in this study after experts’ opinions. These competencies were analyzed by an integrated analytical hierarchy process (AHP)-TOPSIS approach. Findings The study has extracted competencies (visionary, delegative, inquisitive, learning agility, cognitive ability, self-reflection, tolerance, decisive, self-development, receptive to feedback, building partnership networks and save face) to be included in leadership development program specially designed for women edupreneurs community engage in operating child care, pre-school, primary-elementary schools and secondary-high schools, addressing the problems and issues related to students and parents community. Practical implications Future leadership development programs designed for women edupreneurs can include these competencies and trainers, educators and policymakers can follow the suggested structure for execution purpose. Originality/value This study is an initial attempt to set a benchmark for improving competencies of women edupreneurs.

Learning to lead from outsiders

2015 ◽  
Vol 34 (10) ◽  
pp. 1262-1271 ◽  
Author(s):  
Igor Kotlyar ◽  
Julia Richardson ◽  
Len Karakowsky
Keyword(s):  
Leadership Development ◽  
Qualitative Methodology ◽  
Peer Coaching ◽  
Development Program ◽  
Development Programs ◽  
Leadership Development Programs ◽  
Content Type ◽  
Personal Coaching ◽  
Leadership Development Program ◽  
Depth Interviews

Purpose – An increasingly popular method of facilitating employee and leadership development is via a career community (Parker et al., 2004), where individuals self-organize to obtain career support. This study was driven by the following research question: how do external peer coaching groups – which are a form of career community – impact leadership development? The purpose of this paper is to report the findings of a research study that examined one such career community focussed on providing peer coaching for managers in business organizations. The authors conducted in-depth interviews with participants who attended a leadership development program that was based on harnessing a career community for the purpose of peer coaching. The authors report the results of the study and its implications for leadership development programs. Design/methodology/approach – The authors chose a qualitative methodology to conduct this exploratory examination, where the authors conducted in-depth interviews with participants in a unique leadership development program which involved peer group coaching supplemented by one-on-one personal coaching. A key reason for adopting a qualitative methodology was that the authors were looking for a deeper understanding of interviewees’ perceptions and experiences regarding peer coaching. The first component of the leadership program involved eight peer coaching sessions over a 12-month period. Participants met in small, exclusive groups – typically in cohorts of seven to eight peers, but as many as 12 peers – every six weeks to discuss a variety of topics relevant to their jobs and stage of career and to provide each other with peer coaching and advice. Each group was comprised of people from different organizations. Sessions were led by a facilitator and lasted three hours each. The authors conducted in-depth interviews with 17 graduates of the program. The sample comprised 14 women and three men. Interviews were audio taped and transcribed verbatim and then analyzed using thematic analysis (King, 2004) to identify the key themes in interviewees’ experiences of the respective program. Findings – Thematic interpretation of participants’ responses yielded the following four major themes: first, the value of a learning community; second, the utility of a formal approach to peer coaching; third, the value of diversity and “externality”; and fourth, the value of an open learning environment (each fully described in the manuscript). The study revealed that external peer coaching and personal coaching deliver distinct types of value as part of a complete leadership development program. Research limitations/implications – This was a case study and specific to one leadership development program. Consequently, the authors cannot necessarily generalize the findings. Practical implications – The findings draw critical attention to the major contribution that learning communities can make toward leadership development. Although many leadership development programs assume that “leadership” is best learned from top leaders (e.g. Presidents and CEOs), organizations can acquire unique benefits by leveraging the concept of peer coaching, which can produce substantial results by having managers at the same organizational level learn from each other. In addition, the study underscores the potential value of external sources of peer coaching and leader development. Organizations may further maximize such benefits by sending their mid and senior-level managers to external peer coaching programs, which can deliver unique value in addition to any internal leadership development initiatives. Social implications – This study underscores the need to better bridge the gap between two literatures – careers and leadership development. Career scholars explore the activities involved in developing careers (e.g. career communities) and leadership development scholars explore activities involved in developing leaders. This study demonstrates the value of integrating knowledge from both these literatures to suggest that learning communities can impact leadership development in significant and positive ways. Originality/value – This study makes a novel contribution to the literature addressing leadership development. It draws attention to the use of career communities for leadership development – an issue which has largely been ignored. In addition, while much of the extant research has focussed on either academic or student participants, the study focussed on business professionals. Few studies have examined the use of peers from outside organizations to serve as coaches for leadership development.

Team characteristics and leadership training participation

2018 ◽  
Vol 24 (3/4) ◽  
pp. 135-149 ◽  
Author(s):  
Stephanie Solansky ◽  
Derrick McIver
Keyword(s):  
Social Support ◽  
Leadership Development ◽  
Training Programs ◽  
Development Program ◽  
Education And Training ◽  
Leadership Development Programs ◽  
Content Type ◽  
Leadership Development Program ◽  
Team Characteristics ◽  
And Training

Purpose By relying on social learning theory, the authors aim to evaluate how team characteristics as evaluated by a team coach impact participation in leadership development program activities. Specifically, the authors hypothesize that teams with high levels of competence and social support would participate more team and program-wide training activities. Design/methodology/approach The authors examine 41 teams (266 participants) in a leadership development program and develop a two-by-two matrix to categorize teams based on their underlying characteristics for the purpose of identifying participation differences. Findings The mixed results indicate how team social support is a key driver for participation in team activities and how team competence is associated with less participation in program-wide activities in a leadership development program. Practical implications The results point to the importance of team characteristics when using teams for education and training programs such as leadership development programs. Team characteristics such as team competence and team social support should be considered when building teams and for team facilitation needs during education and training programs that implore teams to enhance learning. Originality/value Although the use of teams as an organizing strategy is popular, very little research has examined the effectiveness of this strategy by taking a deeper look at team characteristics and how these impact participation in a leadership development program.

Secondhand learning from graduates of leadership development programs

2014 ◽  
Vol 26 (8) ◽  
pp. 511-528 ◽  
Author(s):  
Ellen F. Goldman ◽  
Marilyn Wesner ◽  
Margaret M. Plack ◽  
Nisha N. Manikoth ◽  
Yolanda Haywood
Keyword(s):  
Leadership Development ◽  
Development Program ◽  
Training Transfer ◽  
Development Programs ◽  
Leadership Development Programs ◽  
Content Type ◽  
Leadership Development Program ◽  
Interview Methodology ◽  
Member Checks ◽  
The Impact

Purpose – This paper aims to explore the impact leadership development program graduates had on their workgroup, the nature of that impact and how that impact occurred. Design/methodology/approach – This research was conducted at three sites using a qualitative interview methodology with thematic data analysis. Techniques to ensure trustworthiness included purposive sampling, triangulation of researchers, member checks and code checking. Findings – Analysis of the data revealed secondhand learning as specific changes in practices, behaviors and attitudes, transferred by program graduates to their peers and supervisors. The transfer of learning was described as both intentional and informal learning during episodes of varying duration, and occurred through a variety of dyadic and group interactions in a manner generally consistent with the 4I framework of organizational learning. Research limitations/implications – The study was limited to medical educators. Recommendations for supervisors and organizations to maximize training transfer are identified. These suggestions advocate for actively encouraging graduates in departmental leadership and faculty development; focusing transfer on specific practices, behaviors and attitudes; and considering both short- and long-term outcomes. Originality/value – This paper makes an original contribution to the literature by describing the process of secondhand learning from leadership development program graduates. The paper also expands our understanding of the nuances in transfer methods and associated learning episodes in the context of an educational environment. Finally, the research illustrates how qualitative methods can be used to expose secondhand learning.

scholarly journals Systemic leadership development: impact on organizational effectiveness

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Stephanie Douglas ◽  
Daisha Merritt ◽  
Robin Roberts ◽  
Daryl Watkins
Keyword(s):  
Human Capital ◽  
Leadership Development ◽  
Organizational Effectiveness ◽  
Development Program ◽  
Organizational Level ◽  
Development Programs ◽  
Leadership Development Programs ◽  
Executive Leaders ◽  
Content Type ◽  
Leadership Development Program

Purpose This study aims to examine the impact of leadership development programs on organizational outcomes and organizational effectiveness. Design/methodology/approach Using a grounded theory approach, semi-structured interviews were conducted with 15 executive leaders from aviation firms in Brazil with employees participating in a leadership development program. NVivo12 was used for coding and managing the data. Thematic analysis was performed to determine themes and categories. Findings The leadership development program was found to influence organizational level outcomes identified as themes of internal impact, external impact, skill development and capacity. The interviews also found that executive leaders perceived the leadership development program to impact organizational effectiveness. Connections to human capital, social capital and collective leadership were found as outcomes of the leadership development program contributing to organizational effectiveness. Research limitations/implications The findings are dependent upon the executive leaders’ interviews and are limited sample size. The protocol of subjective inter-coder reliability was followed supporting the credibility and dependability of the findings; however, researcher bias may still be present in qualitative studies. Generalizability outside of the Brazilian aviation context is cautioned until further studies in additional contexts and industries are completed. Practical implications The findings of this study support leadership development programs as impactful on organizational outcomes and effectiveness. Incorporating leadership development programs as part of human capital management strategies supports organizational effectiveness through increased collective leadership capacity, human capital development and social capital. Originality/value A large amount is known regarding the outcomes for individuals as a result of leadership development programs with less examination on the contribution to organizational level outcomes and organizational effectiveness. This study aids in bridging this gap.

Collusion with denial: leadership development and its evaluation

2015 ◽  
Vol 34 (2) ◽  
pp. 134-152 ◽  
Author(s):  
Elizabeth King ◽  
Paul Nesbit
Keyword(s):  
Leadership Development ◽  
Learning Experience ◽  
Development Program ◽  
Qualitative Evaluation ◽  
Development Programs ◽  
Structured Interviews ◽  
Leadership Development Programs ◽  
Content Type ◽  
Leadership Development Program ◽  
The Impact

Purpose – The purpose of this paper is to investigate ways to gain deeper understanding of the evaluation challenge by reporting on insights about the impact of a leadership development program. It focusses on participants’ reflective post-course analysis of their learning, comparing this to a traditional evaluative analysis. Recently there has been a greater focus on programs to develop leaders who have the requisite cognitive and behavioral complexity to lead in challenging environments. However models for the evaluation of such programs often rely on methodologies that assume learning of specific skills rather than assessment of how well participants are able to cognitively and behaviorally adapt to uncertain and complex environments. Design/methodology/approach – The leadership development program was evaluated in two stages and the findings compared. Stage 1 elicited responses to the program using a traditional evaluation approach. Stage 2 involved 30 semi-structured interviews with the participants exploring the connections made between their development experience, work environment and approach to challenge. Findings – Evaluation approaches which focus on assessing reflection about personal learning provide greater detail on learning experience than traditional approaches to evaluation and can increase our understanding of the broader impact of leadership development programs. Current evaluation practices are mostly traditional despite dissatisfaction with outcomes. There are functional and financial benefits flowing from this practice suggesting collusion with denial between the suppliers and purchasers of leadership development and posing a question of causation. Originality/value – This study supports the use of qualitative evaluation techniques and in particular a focus on post-learning reflection to increase understanding of the impact of leadership development programs. The increased understanding provided by this type of evaluation can play a significant role in both the design of leader development programs and the creation of strategic alignment between business strategy, the purpose of leadership development interventions, learning objectives, program design and program evaluation.

Identifying high potentials early: case study

2018 ◽  
Vol 37 (9/10) ◽  
pp. 684-696 ◽  
Author(s):  
Igor Kotlyar
Keyword(s):  
Leadership Development ◽  
University Students ◽  
Early Stage ◽  
Development Program ◽  
Content Type ◽  
Leadership Potential ◽  
High Potentials ◽  
Early Case ◽  
Leadership Development Program

Purpose Driven by a shortage of leadership capacity, companies are seeking to identify leadership talent earlier. Some companies are introducing programs to identify leadership potential among university students and then hire “high potentials” directly into management designate roles. The purpose of this paper is to explore one such early-stage leadership development program. Currently, little information is available about these initiatives. Design/methodology/approach Case study based on interviews with 18 managers and director of HR and archival employee records. Findings This case study provides a detailed description of an early-stage leadership identification and development program. This program has been developed to identify leadership talent among senior university students prior to hiring and onboarding, provide support, training and development and fast-track them into leadership positions. The study provides insight into the challenges and effectiveness of an early-stage leadership program and offers some practical implications. Originality/value To the author’s knowledge, this is the first study to document a leadership development program that identifies “high potentials” among university students for the purpose of developing them into company leaders.

Preparing anesthesiology residents to lead: a leadership seminar

2019 ◽  
Vol 33 (1) ◽  
pp. 101-111
Author(s):  
Danielle Cobb ◽  
Timothy W. Martin ◽  
Terrie Vasilopoulos ◽  
Erik W. Black ◽  
Chris R. Giordano
Keyword(s):  
Health Care ◽  
Leadership Development ◽  
Leadership Training ◽  
Health Care Professionals ◽  
Leadership Skills ◽  
Development Program ◽  
Control Group ◽  
Clinical Leadership ◽  
Content Type ◽  
Leadership Development Program

Purpose The purpose of this paper is to discuss a unique leadership curriculum developed at the University of Florida and its impact on the leadership skills and values of the anesthesiology residents since its conception. The authors instituted a voluntary anesthesiology residency leadership development program at their institution to fill a perceived gap in leadership training. Mounting evidence reveals that strong clinical leadership skills improve outcomes for patients and health-care institutions. Additionally, this growing body of literature indicates that optimal outcomes result from effective team behaviors and skills, which are directed through the requisite clinical leadership. Unfortunately, adding leadership training into the existing medical education curriculum is a formidable challenge regardless of the level of learner. Design/methodology/approach To evaluate learners, the authors used the Aspiring leaders in Healthcare-Empowering individuals, Achieving excellence, Developing talents instrument, which is a validated and reliable assessment of leadership competency in health-care professionals. In 2017, the authors surveyed the past five graduating classes from the department (classes of 2012-2016), using the two graduating classes before the program’s implementation as a historical control group. Findings The survey was sent to 96 people, of whom 70 responded (73 per cent). Those participants who usually or always participated in the program responded with higher leadership-readiness skills scores than those who occasionally, rarely or never participated in the program. Notably, those who had participated in another leadership development course at any time had higher skills scores than those who had never participated. Originality/value The study’s data provide evidence that residents who either, often or always participated in the leadership development program perceived themselves to be better equipped to become effective health-care leaders as opposed to residents who never, rarely or occasionally participated.

Transformational leadership and communication

2019 ◽  
Vol 41 (1) ◽  
pp. 101-117
Author(s):  
Carina Cohrs ◽  
Kai C. Bormann ◽  
Mathias Diebig ◽  
Catrin Millhoff ◽  
Katharina Pachocki ◽  
...  
Keyword(s):  
Transformational Leadership ◽  
Leadership Development ◽  
Communication Skills ◽  
Leadership Behaviors ◽  
Training Session ◽  
Development Program ◽  
Communication Style ◽  
Control Group ◽  
Content Type ◽  
Leadership Development Program

Purpose The purpose of this paper is to develop and evaluate a leadership development program with focus on transformational leadership and communication. It is explored whether these aspects of leadership can be trained in the course of a two-day intervention. Furthermore, it is tested if pre-training differences among leaders have an influence on the effectiveness of participating in the leadership intervention. Design/methodology/approach In the study, 38 leaders took part in the two-day training session. The control group consisted of 59 leaders. Information was collected from participating leaders’ followers (n=356) on pre- and post-training measures of transformational leadership as well as on communication skills (attentive and impression-leaving style). Findings Results show that transformational leadership behaviors improved more after training in the experimental group (EG) than they did in the control group. Also, ratings of the attentive communication style improved more in the EG compared to the control group. Furthermore, participants of the leadership development program benefitted to different degrees from their training. Participants who initially had a medium score showed the best improvement. Originality/value The present study advances the scope of leadership development by also considering the trainability of communication skills. Also, insights on the contingency of training effects are provided.

Leadership development in a global chemical manufacturer

2018 ◽  
Vol 32 (4) ◽  
pp. 1-4
Author(s):  
Marianne Tracy
Keyword(s):  
Leadership Development ◽  
Development Program ◽  
Global Leadership ◽  
Content Type ◽  
Development Team ◽  
Direct Reports ◽  
Global Leadership Development ◽  
Global Team ◽  
The People ◽  
Leadership Development Program

Purpose A People Leader Development Series (PLDS) was implemented in the manufacturing division of a global chemical manufacturer, as there was a need for improving leadership skills among leaders to meet the demands of the business. The purpose of this paper is to present this as a case study to describe this approach and provide successful implementation program notes. Design/methodology/approach A global team of leadership professionals planned a three-stage people leadership development program. This was stepping up, starting out, and sharpening up. Stepping up was for individual contributors who desired to become people leaders. Starting out was for people leaders who are new in the role. Sharpening up was developed for existing people leaders in the role for three to five years. All were designed with assessments, classroom training, and Web-enabled training for reinforcement, and with a global peer development network. Manager involvement and coaching were critical for the success of the programs. Company executives were sponsors as well as instructors. Findings The complete group of attendees said that they feel supported in their development plans. Three-fourth of the managers said that they feel their front-line people leader training is very effective, and the remainder one-quarter, said that they feel it is extremely effective as they see these results as the performance of people leaders has improved. The most important outcome for all of the managers and attendees was the development of the peer network. It was recommended that the program continue with one new emphasis, of increasing the post-program support with managers of the people leaders. Research limitations/implications It was important to design the evaluation from the start, as this was necessary to prove the return on investment. The global team designed a survey built around leadership competencies so that the transfer of learning could be understood and documented. Data were collected via an online survey which consists of the company’s leadership competency model. A change rating scale (1 = change for the worse to 5 = significant positive change) was used to assess the effect of change in behavior or performance on the critical competencies that were the main focus of the PLDS. The survey was administered to participants and their supervisors to compare the rate of change in behavioral competencies, as a result of the PLDS. Managers of the participants were interviewed over the phone to collect qualitative data about the effectiveness of the PLDS to clarify its impact on individuals as well as the organization. The company surveyed the pilot groups, and this was all. In the future, a commitment toward a strategic evaluation plan would be appropriate. Practical implications Practically speaking, these are the factors that contributed to the success of this program: the regional human resource (HR) managers played an important role in the coordination and developmental feedback. They interpreted the assessment data and were trained on how to do this. The Managers of the PLDS participants were coached in the methods and ways of leading this development for their direct reports. The regional executives taught and played an important role, as they are now mentors with PLDS attendees. The global leadership development team (who resided in the regions) designed the whole process from beginning to end. They were skilled and had resources to do this. The global leadership development team was led by a real star who developed her own direct reports. This is as the culture of this business demanded this. Social implications As this leadership development program was held in multiple cultures, there were differences in some of the timings and the socialization needed for success. An additional day was added for this reason; so, the people leaders felt that they had enough time to socialize what they learned. A peer learning network was developed as part of the design. This was as anticipated, a major success. Originality/value There are three ways of approaching people leader development, depending upon the maturity and the skills of the people leader. This is important because there are differing needs.

scholarly journals Let natural learning arise!: optimizing organizational learning through a customized leadership development program

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Robin Roberts
Keyword(s):  
Leadership Development ◽  
Organizational Learning ◽  
Real Time ◽  
Development Program ◽  
Future Research ◽  
Continuous Assessment ◽  
Multiple Sources ◽  
Content Type ◽  
Qualitative Feedback ◽  
Leadership Development Program

Purpose This paper examined a tiered leadership development program (LDP) designed to optimize natural organizational learning. Design/methodology/approach The heuristic design of the tiered LDP linked learning pragmatic to the leaders’ workplace to the LDP content instructed in real-time. Findings The longitudinal study showed that real-time connected natural learning and LDP instruction fortified the participants’ competencies systemically throughout the organization easily measured through continuous assessment and feedback from multiple sources. Research limitations/implications The study relied on assessment data perceived by workplace observers. Though perception bias is prevalent in studies dependent on qualitative feedback, the feedback in this study was useful to determine the heuristic value of the study parameters. Future research focused on identifying specific elements of natural learning influencing leadership development would enrich the customized content of the tiered LDP. Organizations considering a tiered LDP are cautioned to contemplate if their organization has the internal expertise to implement and facilitate such a program or require external affordable consultancies for the LDP. Originality/value This paper introduces a unique and comprehensive tiered leadership development program that promotes stackable and transferable learning symbiotic of leaders’ relationships and organizational tasks at a variety of organizational levels.

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